Intellectual Property and Indigenous Design

As a (unpublished) writer, I have a funny relationship with the concept of Intellectual Property.

On the one hand, I very much identify with the idea that there is nothing new under the sun and that we are influenced by everything and everyone we cross paths with. As a writer, I can cite Joan Kane, Shakespeare, and T. S. Eliot as influences without worrying about being accused of stealing their ideas. I can write a poem in the villanelle form without having to pay a royalty to whoever created this form

I also understand and support the desire for progress and the sharing of ideas for the betterment of humanity. Open software allows us to create and continue to create online content that is accessible to others. Leaving such works open and available to all leads to innovation.

But, there is the idea that a person who puts work into the creation of something, whether it is physical property or intellectual property, should stand to profit from their creation in some way. An author sells copies of their books, their intellectual property. Someone who builds a house either gets to sell it, or live in it.

There are many other factors that go into this. I think that one of the functions that IP laws serve is to protect creators from entities that would take advantage of the creation of others for their own profit, rather than for the benefit of all.

In this blog, I will focus one specific example of this.

For example, in November of 2015, a UK clothing designer called KTZ received backlash for a particular sweater in their line, shown on the right in the picture below.

A sweater by UK designer KTZ was nearly identical to garment designed by early 20th century Inuit shaman Awa.

The man on the left was an Inuit shaman from Iglulik, Nunavut, named Awa. The sweater retailed for around $845. There can be no doubt that the inspiration for this garment came from Awa’s design, it is very close to an exact copy. Ok, fashion designers take inspiration from many sources. So what’s the big deal? Well, according to a CBC article, the design was used without Awa’s descendant’s permission or awareness, which caused outrage from the family members. Furthermore, this particular design was not just a fashion choice made by Awa. He didn’t just decide to create a new fashion trend. Awa was a shaman, a religious leader in his community. According to great-granddaughter, Salome Awa, “[Awa] had a vision of being drowned and created the garment with the help of his family to protect him” (CBC). This garment was designed and produced for a spiritual purpose.

KTZ’s sweater design, as far as I could tell from research, was not the result of any sort of collaboration with the Awa family or the community they are from. Although a Vogue overview of that particular line cites the inspiration as coming from Inuit culture, that the designs (which also were inspired by A Clockwork Orange) were meant to evoke “droogs in the making—suburban kids at loose ends—being sent to rehab in the Arctic.”

The family was not offered any monetary compensation, although KTZ did issue an apology and pulled the garment from its line and out of stores.

This is not the first time such an appropriation has happened to an indigenous community. Within the past forty years, various indigenous communities from around the world have made various declarations supporting and protecting their intellectual property rights. In 2007, the UN adopted a Declaration on the Rights of Indigenous People. Article 11, Section 1 reads

Indigenous peoples have the right to practise and revitalize their cultural traditions and customs. This includes the right to maintain, protect and develop the past, present and future manifestations of their cultures, such as archaeological and historical sites, artefacts, designs, ceremonies, technologies and visual and performing arts and literature.

IP’s true intention is not only to protect the intellectual work of any person, it is also to protect the creator and their work from the power structures that would take advantage of them. Was it within the legal rights of KTZ to appropriate Awa’s design? Ummm…sure. After all, the design wasn’t patented according to Western law, and being from the early 20th century, if it were it would probably fall under public domain by now. But does that mean it was ethical? No. The historical trauma felt by many indigenous peoples, including the Inuit of Canada, makes the appropriation by KTZ especially unethical. Indigenous peoples have, for centuries, been the object of exoticism and abuse. Desired for their strange and intriguing arts but also despised and mistreated for their difference…and for their resources. This appropriation of Awa’s design perpetuates that abuse.



Learn about Awa’s story from these titles:

Across Arctic America by Knud Rasmussen (chapters 3 and 9)

Northern Voices: Inuit Writing in English, Ed. Penny Petrone

The Journals of Knud Rasmussen, dir. by Zacharias Kunuk and Norman Cohn


Sources:

KTZ fashion under fire for using Inuit design without family’s consent

KTZ Apologizes for Plagiarism of Canadian Inuit Indigenous Design

Fall 2015 Menswear: KTZ

U.K. fashion house pulls copied Inuit design, here’s their apology

Indigenous Intellectual Property (Wikipedia)

United Nations Declaration on the Rights of Indigenous Peoples

 

A Dance in Noorvik, 2010

 

I came across this video while searching for Iñupiaq dance videos to annotate with content. You probably don’t know/remember that Noorvik was the first town to be counted in the 2010 census, which is the occasion that this man performed for.  Another reason I chose this video is because it marks the first time native dance was accepted, taught and performed in my village.

DigiCit Lit

So, I have an assignment to explore some digital citizenship literature. In ED 601: Intro to Soc. Sci. Research, this would probably be called a literature review. But since the ED 601 lit review is super stressing me out, I like the term exploration a lot better.

So grab your hats, let’s go exploring.

I’m not kidding about the hat.

First, I begin with digitalcitizenship.net. A straightforward site. It structures digital citizenship with nine elements. I really like that they begin with the element they refer to as “Digital Access,” emphasizing that not everyone has the same access to technology. This was something that I found critical to recognize as I completed my year of student teaching. Many of my students did not have internet access at home. This heavily influenced my view and implementation of homework.

The nine elements were explained succinctly, and the site has a list of resources and publications, which is useful.

However, although the copyright says 2017, the aesthetics of site seems a bit dated and it definitely lacks some of the little black dress elegance that many modern sites have. Yes, Beauty and the Beast has taught us once again that looks aren’t everything (and that you’ll eventually get over being held hostage), but I do think aesthetics count for something.


The second piece of literature I found interesting and related to my upcoming career as a teacher is an article called “P-20 Model of Digital Citizenship” by Curran and Ribble (2017). This focuses on the educating and molding of digital citizens from preschool to adulthood. It seemed odd to learn about digital citizenship through what I thought was a cut and dry scholarly article, but their definition of digital citizenship definitely caught my attention:

“Digital citizenship is not just a set of rules of what can
and cannot be done online. Instead, digital citizenship is a comprehensive
look at how individuals actively solve problems and participate in online
platforms, communities, and networks.” (p. 36) <— [yeah APA citation, I can’t escape it.]
Problem solving. Who’s problems are we supposed to be solving?
This article refers to the same nine elements as digitalcitizenship.net. And it goes into further detail. Whereas digitalcitizenship.net is an introduction digital citizenship and how it applies to education, this article gets into more detail, suggesting what digital citizens should be focusing on at a particular age level.

At last, let’s end with Common Sense Education. I had never heard of this site before doing this assignment, and to be honest, the name reminded me of a right-wing website that my uncle is always sharing articles from. However,  just a brief glance told me that it was nothing like it.

As a teacher, I am excited by the fact that there are lesson plans on digital citizenship available for download. And by providing a program for families as well as students, it seems like the aim of Common Sense Education is, just as Curran and Ribble suggest, to make digital citizenship a matter of lifelong learning.
The teaching materials are organized by the target age group, include standards, and detailed lesson plan steps. Yes, a teacher’s dream. And the materials that this site provides cover all major subject areas that are taught in K-12 schools.
Overall, this site seems to cover a wide range of resources and fosters bringing the digital community members together to be educated about digital citizenship. However, it is aimed toward those in the education field, so those who are not educators, the educated, or family members of the educated may not find this resource appealing

I think digital citizenship is…

 

Citizenship is being a part of some sort of social community. Membership in that community comes with certain roles, expectations and responsibilities.

Digital refers to anything that has to do with the web (that is my super simplified definition).

So….digital citizenship is having a role in an online community.  A digital citizen has certain roles and responsibilities ( don’t be a troll, hey). My role as a mediocre aspiring writing is to inform the world of my writing attempts (I submitted to the Montreal International Poetry Prize, long shot but I gotta keep the submissions rolling), my perspectives on humanity, and how awesome spicy doritos are.

Being a digital citizen also means having a voice in an online community. I talk about giving my perspectives on humanity but that honestly scares me because I will have to defend my position at some point. I am very used to hiding. Sure I’m online everyday, checking Facebook, checking that sheep pincushion that Amazon tells me I must have (I really must have it, look at this thing). But I have mostly limited my presence to Facebook where I rarely activate my own voice, and Snapchat (yeah, I forgot to mention that in my previous post).

But, I’ve already jumped in feet first, and I’m ready.

Thinking about blog-creating

The past week was the first time I have ever created a domain for myself, the first time I have ever worked with wordpress, and the first time I have written a blog. It has been a experience and even though this site was created for a class, I am looking forward to using this as a platform to talk about my writing.

I think that, as a part of a class on digital citizenship, this assignment was created to allow us to become a part of the vast “interwebs” (as my high school students would put it) and therefore experience digital citizenship firsthand.

The most challenging part of the assignment to create a blog has been learning all the technical aspects of creating the blog. I just learned how to change the header image. I still need to learn what a widget is. It’s probably not a fuzzy little alien, even though that’s what the name sounds like.

I also find it intimidating knowing that what I post is public and accessible. It puts a great responsibility on my shoulders. However, I shall post boldly and responsibly.

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